New York State First Grade Learning StandardsLEARNING STANDARDS: A
RESOURCE FOR SCHOOL SUCCESS
N E W Y O R K S T A T E E D U C A T I O N D E P A R T M E N T 2 0 1
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FIRST GRADE LEARNING STANDARDS Table of Contents
Table of Contents Introduction
..................................................................................................................................
4
Purpose of this
Document..................................................................................................
4
Students with Disabilities
...................................................................................................
6
Organizational
Structure....................................................................................................
8
Domain 4: English Language Arts and
Literacy..........................................................
16
Domain 5a: Cognition and Knowledge of the World: Mathematics
................... 20
Domain 5b: Cognition and Knowledge of the World:
Science.............................. 23
Domain 5c: Cognition and Knowledge of the World: Social
Studies.................. 25
Domain 5d: Cognition and Knowledge of the World: The Arts
............................. 27
Domain 5e: Cognition and Knowledge of the World: Technology,
Computer Science, and Digital Literacy
.......................................................................
30
Planning Curriculum and Instruction
....................................................................................
32
References and
Resources.......................................................................................................
40
FIRST GRADE LEARNING STANDARDS Introduction
Introduction The New York State First Grade Learning Standards: A
Resource for School Success consolidates all frst grade learning
standards into one document. This resource ollows The New York
State Prekindergarten Learning Standards: A Resource or School
Success and The New York State Kindergarten Learning Standards:
Resource for School Success which were both published in
2019.
f f A
Purpose of this Document This resource was developed through a
collaboration between the New York State Education Department’s
Ofces of Early Learning and Curriculum and Instruction. It is
intended to be used as a reference tool by teachers, specialists,
and administrators responsible for designing programs for frst
grade students. This resource also provides a uniform format for
learning standards in all content areas to make it easier for users
to read and understand. However, users are encouraged to review the
full articulations of the New York State Learning Standards where
links are provided since they ofer a higher level of detail,
additional introductory statements, and illustrate learning
progressions across grades.
From a planning perspective, this document highlights the
importance of addressing elementary students’ development and
learning across all domains. However, The New York State First
Grade Learning Standards (NYS1LS) Resource is not a curriculum,
assessment, or set of teaching strategies.
Rather than prescribe a lockstep progression of lessons or
curricula for all children in all settings,
the Standards serve to articulate the expectations of what children
can learn and do as a result
of instruction that is not standardized, but personalized,
diferentiated, adapted, culturally and
linguistically relevant, and context-based. While we may have the
same learning objectives for
all children, our means for meeting these objectives are highly
responsive to the individual child.1
It is with these end-of-year expectations that local programs and
schools can design, deliver, modify, and adapt curricula and
instruction that meets the needs of children based on where they
are developmentally, linguistically, culturally, and
experientially. The NYS1LS Resource provides:
• a learning framework for all frst grade children regardless of
abilities, language, background, or diverse needs;
• a resource for planning professional learning opportunities;
and
• a tool for focusing discussions on early learning by educators,
policy makers, families, and community members.
1 New York State Education Department. (2016). Introduction to the
NYS Next Generation Early Learning Standards. By Zoila Morell in
partnership with the New York State Education Department. Albany,
NY.
http://www.nysed.gov/common/nysed/fles/introduction-to-the-nys-early-learn-
ing-standards.pdf Callahan, R.M., Gandara, P. (2014). The Bilingual
Advantage: Language, Literacy and the U.S. Labor Market. London:
Multilingual Matters
FIRST GRADE LEARNING STANDARDS Introduction
Guiding Principles for the NYS1LS Resource The learning standards
provided in this document serve as a resource for planning
curriculum built upon knowledge and skill-building units of
study.
All children are capable of learning, achieving, and making
developmental progress. These standards are intended for all
children regardless of economic, linguistic, and cultural
diferences or physical, learning, social-emotional and
communication abilities. Children develop at diferent rates and
each child is unique in their own development, growth, and
acquisition of skills. Students should receive appropriate
accommodations to ensure their maximum participation; their
diversity should be treated as an asset to the learning
environment.
Children are active learners. A primary approach to learning is
through purposeful play. Intentional planning promotes rich
learning experiences that encourage participation, involve multiple
contexts, and engage the senses that help children explore their
environment.
Early development and learning are multi-dimensional. Children’s
learning is integrated and occurs simultaneously across all
domains, which are interrelated and interactive with one
another.
Children learn in the context of interactions and relationships
with family members, caregivers, teachers, and other children in
their immediate environment and in their community.
Family is a signifcant contributor to children’s lifelong
development and learning. Actively engaging caregivers in the early
education of their children is essential to children’s success in
the elementary classroom and later learning.
These learning standards may be used as tools to empower families,
teachers, and caregivers to better support and enhance young
children’s development and learning.
These learning standards acknowledge, respect, and embrace
children’s diverse backgrounds, their heritage, cultures, and
linguistic experiences.
Students with Disabilities’ Individualized Education Plans (IEPs)
are developed in consideration of these learning standards.
These learning standards are guided by research, stakeholder
feedback, and efective practice to strengthen instruction and
educational experiences across all settings. They are systemically
aligned with all of the New York State PK-12 Learning
Standards.
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The NYSKLS Resource is not: • Intended to be used as a
curriculum
• Intended to mandate specifc teaching practices or materials
• Meant to stife the creativity of children, educators, or
parents
• Intended to be used as a checklist, but can inform the
development or selection of screening and progress monitoring
tools
• Intended to be used as an assessment tool
• Meant to bar children from entry to second grade
• Meant to replace students with disabilities’ IEP goals
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FIRST GRADE LEARNING STANDARDS Introduction
Students with Disabilities It is essential that we have high
expectations for what all students can learn. First grade students
with disabilities must have opportunities to beneft from high
quality instruction and to reach the frst grade learning standards.
Each student with a disability must have an IEP that is developed
in consideration of State learning standards and includes annual
goals aligned with and chosen to facilitate the student’s
attainment of the standards. Students with disabilities must also
be provided appropriate special education and related services and
supports (including accommodations, modifcations, and scafolding).
The intensity of services and supports must be based on the
individual strengths and needs of the students so that they can
gain knowledge and skills as well as demonstrate what they have
learned. In addition to supports and services, special education
must include specially designed instruction, which means adapting,
as appropriate, the content, methodology, or delivery of
instruction to address the unique needs that result from the
student’s disability. For more information about special education
programs and services for students with disabilities, visit NYSED’s
Ofce of Special Education webpage
(http:/www.p12.nysed.gov/specialed/). Additional information can
also be found in NYSED’s Resource to Special Education Support
Services (http://www.p12.nysed.gov/
earlylearning/documents/AResourcetoSpecialEducationSupportServices.pdf).
Multilingual Learners A command of the English language is not a
precondition to meeting every standard. As children progress in the
grades and language acquisition, they can demonstrate mastery of
many of the skills outlined in the standards in English,
bilingually, or using their home language(s). Children can, for
example, demonstrate understanding of word relationships and word
meanings (1.ELAL.28.) in their home language. Rather than hinder
progress towards the standards, the home language is an invaluable
resource to advance learning. Intentional, strategic use of
children’s home languages in the frst grade classroom can, for
example, enhance student engagement, scafold comprehension, support
authentic assessment, and promote parental involvement2. “Research
highlights many lifelong advantages associated with bilingualism.
The ultimate purpose of the learning standards would be to develop
children’s potential, so they garner and sustain every possible
advantage into adulthood. Promoting bilingualism and
multilingualism as children develop profciency in the English
language is in keeping with that purpose.”3 For more information,
see NYSED’s English Language Learner/Multilingual Learner Educator
Tools and Best Practices
(http://www.nysed.gov/bilingual-ed/english-language-
learnermultilingual-learner-educator-tools-and-best-practices).
About First Graders First grade is an exciting time when children
may start to exhibit more independence, begin to understand their
place in the world, move toward abstract thinking, build confdence
through social relationships and demonstrating their abilities,
talk about and describe thoughts and feelings, and show more
concern for others. They thrive on encouragement and need a lot of
positive reinforcement. Importantly, frst grade is when children
begin to understand themselves — and how others view them — as
learners. Much like kindergarten, frst grade may also be a
transition point for many children. For example, it may be some
children’s frst full-day, full-week formal learning experience
while others may have had several years of experience. It is
critically important that school leaders pave the way for frst
grade teachers to create a caring community of learners and ensure
a sense of belonging, use teaching approaches that support
children’s development and learning, plan meaningful and integrated
learning experiences within the curriculum, use authentic formative
assessment across domains to inform instruction, value the
students’ cultures and languages, and develop relationships with
families (adapted from www.naeyc.org).
2 Adapted from the New York State Education Department’s New York
State Next Generation Standards Early Learning Introduction.
3 Callahan, R.M., Gandara, P. (2014). The bilingual advantage:
Language, literacy and the U.S. labor market. London: Multilingual
Matters
FIRST GRADE LEARNING STANDARDS Introduction
Below is a list of key terms and concepts with defnitions. These
terms and general concepts are emphasized to ensure a common
understanding among readers of the Resource.
Communicate, Communication, and Language
Throughout the standards and indicator statements, the terms
communicate, communication, and language mean that children can use
any language or means of expression, including home language(s),
combination of home language(s) and English, sign language, or use
of alternative methods.
Continuum and progression
The NYS1LS Resource should be understood as a set of learning
progressions. The frst grade learning standards described in this
document represent reasonable expectations for the end of a full
year of quality instruction. All children learn at diferent rates;
therefore, children’s learning is not uniform. Teachers might need
to look at related standards below or above the frst grade level to
guide instructional approaches.
Emergent Reader, Early Reader
An emergent reader, including an emergent multilingual reader, is
on the path to fuent literacy, before conventional reading and
writing skills are developed. An emergent reader is one who begins
to recognize letter sounds, familiar sight words, or symbolic
representations of words. An early reader has moved beyond the
emergent reader stage and is able to apply some reading strategies
to interact with texts. An early reader begins to monitor their own
reading and self correct.
Domain
Domain refers to specifc aspects of growth and change. When looking
at child development, several domains or developmental areas are
considered. These include approaches to learning; physical
development and health; social and emotional learning; English
language arts and literacy; and cognition and knowledge of the
world.
Learning Standards Learning standards are goals for New York State
students. Learning standards should be considered the destination;
learning ideally intended to be accomplished by the end of an
instructional year.
Indicators
Indicators are observable and demonstrative and can be accomplished
through play and active engagement. They are examples of how
students might demonstrate they are moving towards or achieving the
respective standard. The lists of indicators are not exhaustive;
they are samples of observable behaviors children may exhibit. Some
standards do not provide indicators while other have several. The
indicators are not in a specifc order, nor should they be used as a
checklist. Not all children will demonstrate how they are moving
toward the standard the same way.
Curriculum Curriculum is the content, concepts, and skills students
will learn. Curriculum addresses all domains of learning and all
types of learners.
Instruction Instruction includes the ways (approaches, strategies,
environments, materials, interactions, scafolds) educators choose
to teach the curriculum, based on the needs of their
students.
Assessment Assessment includes the processes used to learn more
about student learning and progress. Assessment guides and informs
teaching and allows students to refect about their own
learning.
Text The word “text” encompasses far more than printed material.
Text may also refer to speech, graphics, visual art, digital
representations, video, and other visual and audio depictions of
ideas, concepts, and experiences.
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Organizational Structure DOMAIN 1: Approaches to Learning (AL) How
children become involved in learning and acquiring knowledge.
DOMAIN 2: Physical Development and Health (PDH) Children’s physical
health and ability to engage in daily activities, both outdoors and
inside.
DOMAIN 3: Social and Emotional Learning (SEL) The emotional
competence and ability to form positive relationships that give
meaning to children’s experiences in the home, school, and larger
community.
DOMAIN 4: English Language Arts and Literacy (ELAL) How children
understand, create, and communicate meaning.
DOMAIN 5: Cognition and Knowledge of the World (Mathematics (MATH),
Science (SCI), Social Studies (SOC), the Arts (ARTS), Technology,
Computer Science, and Digital Literacy (TECH)) What children need
to know and understand about their world and how they apply what
they know.
In this document, each of the above key domains of learning is
introduced with a brief context statement or set of considerations
to help with planning curriculum, instruction, and assessment.
Following the brief context, links and notes to original standards
documents are provided. These domains are further categorized into
topics. Following each topic are learning standards, and in some
cases, a set of indicators for the standard. Each frst grade
learning standard in this document uses a numbering system that
includes 1, an abbreviation of the frst grade domain of learning
name and an assigned number. For example, 1.ELAL.1. In some cases,
an additional reference code is provided in brackets. The reference
code in brackets is the number code used in the full articulation
of the standards. For example, 1.ELAL.1 [1RF1]. This allows users
to quickly refer to fully articulated standards documents and see
how they exist within a continuum across age-ranges and grades.
Figure 1 illustrates this structure.
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Figure 1: Explanation of the Structure of the Standards
Resource
DOMAIN: COMMUNICATION, LANGUAGE, AND LITERACY PART B: ENGLISH
LANGUAGE ARTS AND LITERACY (ELAL)
First graders are at varying stages of development as word readers,
text comprehenders, and writers. Reading stages vary at this level
from emergent readers to grade level and above. First graders
should experience a balance of literature and informational texts
in the context of instruction designed to create opportunities to
engage with a variety of topics, texts, discussions, and writing
that support authentic opportunities to engage with texts to
bolster language development, word reading skills, and knowledge
building. First graders should be exposed to and prompted to
produce writing for a range of purposes (to entertain, to explain,
to persuade).
Creating this learning environment can take a variety of formats,
including shared readings, pretend readings, paired readings,
learning activities, play that incorporates literacy and writing
materials, talking, dictating stories and ideas, drawing and
illustrating ideas, experimenting with written words, and other
literacy activities. We refer to these instructional events as
“reading or literacy experiences” because the focus is on using
texts, printed and visual, to develop readers’ concepts of how
meaning is conveyed through reading and writing while building
their language and background knowledge within responsive units of
study.
For more information on New York State’s Next Generation ELA
Standards, including introductory text complexity statements, visit
http://www.nysed.gov/curriculum-instruction/new-york-state-next-
generation-english-language-arts-learning-standards.
READING FOUNDATIONS
Print Concepts
1.ELAL.1. [1RF1] Demonstrates understanding of the organization and
basic features of print 1.ELAL.1. Indicator:
a. Recognizes the distinguishing features of a sentence (e.g., frst
word, capitalization, ending punctuation) [1RF1a]
First grade domain of learning
Learning domain context and considerations
Links and notes to full articulation of standards, if
applicable
First grade code includes 1 for grade level, letters to indicate
the learning domain, and a chronological number
Reference code from full articulation of standards document, if
applicable
Learning Standard
Domain 1: Approaches to Learning The Practices
Throughout the New York State PK-12 Learning Standards, our
practices represent the overarching approaches to learning expected
of New York’s students throughout their educational career and
beyond. These include:
Lifelong Practices of Readers and Writers: http://www.nysed.
gov/common/nysed/fles/pro- grams/curriculum-instruction/
nys-next-generation-ela-stan- dards.pdf#page=8
Science and Engineering Practices: http://www.nysed.gov/
common/nysed/fles/programs/ curriculum-instruction/nysscien-
ceintro.pdf#page=4
Social Studies Practices: http:// www.nysed.gov/common/nysed/
fles/programs/curriculum-in- struction/ss-framework-k-12-intro.
pdf#page=10
Standards for Mathematical Practice: http://www.nysed.
gov/common/nysed/fles/pro- grams/curriculum-instruction/
nys-next-generation-mathemat- ics-p-12-standards.pdf#page=7
Approaches to Learning contains key skill areas for 21st Century
learn- ers. Elementary students build and strengthen these skills
when they are integrated throughout the daily curriculum, embedded
within in- structional practices, and activated during play,
experiential, and co- operative learning. This domain area provides
specifc learning expec- tations that support the changing demands
of the workforce from rote functions to an emphasis on working with
new information and solving unstructured problems. The skills
outlined by these learning standards are the result of the overall
learning environment and culture, interac- tions, language, and
instructional practices within classrooms. For ex- ample, teachers
can support these skill areas by establishing a class- room
environment that fosters risk-taking, imaginative thinking, oral
language development, idea generation, collaboration, persistence,
etc. Teachers can plan daily opportunities for spontaneous and
inten- tional play, responsive activities, and projects that create
opportunities for children to practice these skills independently
and with peers while being supported by adults, within the content
being taught. Multilin- gual Learners can demonstrate knowledge in
English, their home lan- guage(s), or both for all content areas.
For information on establishing a culturally-responsive classroom
environment, reference the NYSED’s Culturally Responsive-Sustaining
Education Framework (http://www.
nysed.gov/common/nysed/fles/programs/crs/culturally-respon-
sive-sustaining-education-framework.pdf).
PLAY AND ENGAGEMENT IN LEARNING
1.AL.1. Engages in cooperative, purposeful, and interactive play
and activities that enhance learning and encourage exploration
1.AL.1. Indicators:
a. Engages in play, activities, and simple games with rules and
demonstrates ability to plan ahead and develop strategies
b. Cooperates with peers during activities and play experiences c.
Demonstrates awareness of connections between prior and new
knowledge
1.AL.2. Actively engages in problem solving strategies to achieve
goals 1.AL.2. Indicators:
a. Adapts strategies to complete unfamiliar activities or
activities in new contexts b. Tries a new way (e.g., ask a peer,
trial and error, breaking tasks into steps, use material in new
way) to
complete tasks before asking for help or stopping due to
frustration c. Communicates ideas or asks clarifying
questions
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1.AL.3. Approaches tasks and problems using materials/strategies in
uncommon and creative ways to create, try, or do something new
1.AL.3. Indicators:
a. Uses materials/props in novel ways to represent ideas,
characters, and objects b. Begins to bring ideas/concepts together
from other areas of learning to further understanding c.
Communicates their own ideas
CURIOSITY AND INITIATIVE
1.AL.4. Explores and asks questions for information about a growing
range of topics, ideas, and tasks 1.AL.4. Indicators:
a. Demonstrates interest in exploring new materials and learning
from the environment and new experiences b. Asks questions to learn
from others or understand something (e.g. show me how you did
that)
PERSISTENCE
1.AL.5. Demonstrates persistence 1.AL.5. Indicators:
a. Resists distraction and maintains attention to a task or
activity (e.g., teacher instruction, activities) with minimal
redirection
b. Continues with or returns to activities despite distractions or
interruptions c. Persists despite frustration or disappointment;
shows pride in accomplishments
1.AL.6. Demonstrates organizational skills 1.AL.6.
Indicators:
a. Organizes materials appropriately (e.g., puts things away when
fnished, organizes materials by category) b. Carries out organized
routines (e.g., gathers and returns math manipulatives) c.
Describes and implements multiple steps to be followed for an
activity or project
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FIRST GRADE LEARNING STANDARDS Domain 2
Domain 2: Physical Development and Health
DOMAIN: PHYSICAL DEVELOPMENT AND HEALTH (PDH)
Many teachers are concerned about ensuring adequate physical
development and health opportunities without sacrifcing cognitive
and academic learning time. The good news is that research has
shown strong links between healthy eating, physical activity, and
improved academic achievement. Multiple opportunities are to be
built into the daily curriculum and routines to foster physical
development and health. In addition to a daily schedule that
provides ample time for planned physical activities and outings,
teachers can integrate physical development and health with other
domains of learning. For example, they can incorporate
opportunities for large and small muscle movement through games,
music, dance, and art; promote healthy habits in authentic ways
through learning centers and play; and build a sense of well-being
through routines, integrated curriculum design, and instructional
strategies.
New York State was in the process of fnalizing K-12 standards in
this area at the time of publication of this resource. The
standards below are based on the most recent version (as of
September 2019). To view the most recent NYS Learning Standards for
Physical Education, visit
http://www.nysed.gov/curriculum-instruction/
physical-education/.
PHYSICAL DEVELOPMENT
1.PDH.1. [NY.S1.1-4] Demonstrates competency in a variety of motor
skills and movement patterns through sport skills, games, dance,
movement, rhythmic activities, and lifetime activities 1.PDH.1.
Indicators:
a. Demonstrates emerging forms of locomotor, non-locomotor, and
manipulative skills b. Demonstrates emerging forms of locomotor,
non-locomotor, and manipulative skills in dance, movement,
and rhythmic activities
1.PDH.2. [NY.S2.1-2] Applies knowledge of concepts, principles,
strategies, and tactics related to movement and performance through
movement concepts 1.PDH.2. Indicator:
a. Diferentiates among a variety of movement concepts
PHYSICAL FITNESS
1.PDH.3. [NY.S3.1-2] Demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity
and ftness through ftness planning and additional health-enhancing
behaviors 1.PDH.3. Indicators:
a. Explains the efects of exercise on the heart and lungs b.
Explains health-enhancing behaviors
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1.PDH.4. [NY.S5.1-3] Recognizes the value of physical activity for
overall wellness, enjoyment, challenge, and/or self-expression
1.PDH.4. Indicators:
a. Recognizes how physical activity contributes to overall wellness
b. Recognizes and attempts challenging skills c. Describes positive
feelings and personal reasons for enjoying and participating in
physical activities (e.g.,
Running makes me feel happy.)
PHYSICAL SAFETY
1.PDH.5. [NY.S4.1-3] Exhibits responsible personal and social
behavior that respects self and others through self-awareness and
management, social awareness and relationship skills, and
responsible decision-making 1.PDH.5. Indicators:
a. Identifes responsible personal behavior and responds
appropriately to feedback in physical activity settings
b. Recognizes and follows directions in physical activity settings
(e.g., taking turns, sharing) c. Recognizes and follows directions
in physical activity settings (e.g., safe behaviors, following
rules)
RESOURCE MANAGEMENT
1.PDH.6. [NY.S6.1-2] Recognizes career opportunities and manages
personal and community resources to achieve and maintain overall
wellness 1.PDH.6. Indicator: a. Identifes personal resources that
support participation in physical activity
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FIRST GRADE LEARNING STANDARDS Domain 3
Domain 3: Social and Emotional Learning
DOMAIN: SOCIAL AND EMOTIONAL LEARNING (SEL)
All children learn within social contexts and relationships.
Learning through social context and relationships is especially
important for young children, making the social and emotional
domain a key lever to support children’s learning across all
domains. Extensive research indicates a strong connection between
social emotional competencies and greater well-being and better
school performance. It also supports the brain’s ability to hold
onto and work with information, concentrate, flter distractions,
and adapt. This domain area has become increasingly important
across all age and grade spans, not only to support academic
achievement, but also for overall wellbeing through adulthood. Like
all areas of learning and development, children’s social and
emotional development varies greatly just by nature of the child’s
maturity and experience and should be viewed as benchmarks. The
instructional goal is for children to have ample opportunities to
develop and practice social emotional skills, observe and
experience positive behavior models, and establish and reinforce
positive relationships with caring adults and peers.
NYSED developed student learning benchmarks to support social and
emotional development for K-12. The K-12 benchmarks are organized
by grade bands. The benchmarks are banded across grades
Kindergarten-Grade 3. To see the K-12 benchmarks, visit the New
York State Social Emotional Learning Benchmarks
(http://www.p12.nysed.gov/sss/documents/NYSSELBenchmarks.pdf).
SELF-AWARENESS AND SELF-MANAGEMENT SKILLS
1.SEL.1. [1A] Identifes and manages emotions and behaviors 1.SEL.1.
Indicators:
a. Recognizes and describes emotions and how they are linked to
behavior [1A.1a.] b. Demonstrates control of impulsive behavior
[1A.1b.]
1.SEL.2. [1B] Recognizes personal qualities and external supports
1.SEL.2. Indicator:
a. Describes one’s likes, dislikes, needs, wants, strengths,
challenges, and opinions [1B.1a.]
1.SEL.3. [1C] Demonstrates skills related to achieving personal and
academic goals 1.SEL.3. Indicators:
a. Describes why learning is important in helping students achieve
personal goals [1C.1a.] b. Identifes goals for personal behavior
progress, achievement, or success [1C.1b.]
SOCIAL AWARENESS AND RELATIONSHIPS WITH OTHERS
1.SEL.4. Recognizes the feelings and perspectives of others [2A.]
1.SEL.4. Indicators:
a. Recognizes that others may experience situations diferently from
oneself [2A.1a.] b. Uses listening skills to identify the feelings
and perspectives of others [2A.1b.]
1.SEL.5. Recognizes individual and group similarities and
diferences [2B.] 1.SEL.5. Indicators:
a. Describes the ways that people are similar and diferent [2B.1a.]
b. Describes positive qualities in others [2.B.1b.]
FIRST GRADE LEARNING STANDARDS Domain 3
1.SEL.6. Uses communication and social skills to interact
efectively with others [2C.] 1.SEL.6. Indicators:
a. Identifes ways to work and play well with others [2C.1a.] b.
Demonstrates adaptability and appropriate social behavior at school
[2C.1b.]
1.SEL.7. [2D.] Demonstrates the ability to prevent, manage, and
resolve interpersonal conficts in constructive ways 1.SEL.7.
Indicators:
a. Identifes problems and conficts commonly experienced by peers
[2D.1A.] b. Identifes approaches to resolving conficts
constructively [2D.1b.]
1.SEL.8. [3A.] Considers ethical, safety, and societal factors in
making decisions 1.SEL.8. Indicators:
a. Explains why acts that hurt others are wrong [3A.1a.] b.
Identifes social norms and safety considerations that guide
behavior [3A.1b.]
DECISION-MAKING SKILLS
1.SEL.9. [3B.] Applies decision-making skills to deal responsibly
with daily academic and social situations 1.SEL.9.
Indicators:
a. Identifes a range of decisions that students make at school and
at home [3B.1a.] b. Makes positive choices when interacting with
classmates [3B.1b.]
1.SEL.10. [3C.] Contributes to the well-being of one’s school and
community 1.SEL.10. Indicators:
a. Identifes and performs roles that contribute to one’s classroom
[3C.1a.] b. Identifes and performs roles that contribute to one’s
family [3C.1a.]
ADAPTABILITY
1.SEL.11. Adapts to change 1.SEL.11. Indicators:
a. Adjusts behavior for diferent settings and/or events b. Uses
strategies to cope with change
Domain 4: English Language Arts and Literacy
DOMAIN: English Language Arts and Literacy
First graders are at varying stages of development as word readers,
text comprehenders, and writers. Reading stages vary at this level
from emergent readers to grade level and above. First graders
should experience a balance of literature and informational texts
in the context of instruction designed to create opportunities to
engage with a variety of topics, texts, discussions, and writing
that support authentic opportunities to engage with texts to
bolster language development, word reading skills, and knowledge
building. First graders should be exposed to and prompted to
produce writing for a range of purposes (to entertain, to explain,
to persuade).
Creating this learning environment can take a variety of formats,
including shared readings, pretend readings, paired readings,
learning activities, play that incorporates literacy and writing
materials, talking, dictating stories and ideas, drawing and
illustrating ideas, experimenting with written words, and other
literacy activities. We refer to these instructional events as
“reading or literacy experiences” because the focus is on using
texts, printed and visual, to develop readers’ concepts of how
meaning is conveyed through reading and writing while building
their language and background knowledge within responsive units of
study.
For more information on New York State’s Next Generation ELA
Standards, including introductory text complexity statements, visit
http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-
language-arts-learning-standards.
To further support the implementation of the ELA Standards,
additional guidance is provided through a series of topic briefs
produced for NYSED by Nonie K. Lesaux, PhD and Emily Phillips
Galloway, EdD (http://www.nysed.
gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-standards).
READING FOUNDATIONS
Print Concepts
1.ELAL.1. [1RF1] Demonstrates understanding of the organization and
basic features of print 1.ELAL.1. Indicator:
a. Recognizes the distinguishing features of a sentence (e.g., frst
word, capitalization, ending punctuation) [1RF1a]
Note: Multilingual Learners can demonstrate this standard when they
recognize the organization and basic feature of print in English
and/or their home language(s), even if it does not follow a left to
right, top to bottom format.
Phonological Awareness
1.ELAL.2. [1RF2] Demonstrates understanding of spoken words,
syllables, and sounds (phonemes) 1.ELAL.2. Indicators:
a. Counts, blends, and segments single syllable words that include
consonant blends [1RF2a] b. Creates new words by manipulating
individual sounds (phonemes) in spoken one-syllable words [1RF2b]
c. Manipulates individual sounds (phonemes) in single-syllable
spoken words [1RF2c]
15
Phonics and Word Recognition
1.ELAL.3. [1RF3] Knows and applies phonics and word analysis skills
in decoding words 1.ELAL.3. Indicators:
a. Knows the letter-sound correspondences for common blends and
consonant digraphs (e.g., sh, ch, th) [1RF3a]
b. Decodes long vowel sounds in regularly spelled one-syllable
words (e.g., fnal- e conventions and common vowel teams)
[1RF3b]
c. Decodes regularly spelled one-syllable words [1RF3c] d.
Determines the number of syllables in a printed word by using
knowledge that every syllable must have a
vowel sound [1RF3d] e. Decodes two-syllable words following
patterns by breaking the words into syllables [1RF3e] f. Recognizes
and identifes root words and simple sufxes (e.g., run, runs; walk,
walked) [1RF3f] g. Reads most common high-frequency words by sight
[1RF3g]
Note: Multilingual Learners can demonstrate this standard when they
recognize that letters have similar and diferent sounds in English
and their home language(s).
Fluency
1.ELAL.4. [1RF4] Reads beginning reader texts, appropriate to
individual student ability, with sufcient accuracy and fuency to
support comprehension 1.ELAL.4. Indicators:
a. Reads beginning reader texts, appropriate to the individual
student ability, orally with accuracy, appropriate rate, and
expression on successive readings [1RF4a]
b. Uses context to confrm or self-correct word recognition and
understanding, rereading as necessary [1RF4b]
Note: The word “text” encompasses far more than printed material.
Text may also refer to speech, graphics, visual art, digital
representations, video, and other visual and audio depictions of
ideas, concepts, and experiences.
READING – LITERARY AND INFORMATIONAL TEXTS
Key Ideas and Details
1.ELAL.5. [1R1] Develops and answers questions about key ideas and
details in a text
1.ELAL.6. [1R2] Identifes a main topic or central idea in a text
and retells important details
Note: Non-verbal students can retell using sign language or a
storyboard or by alternative methods. Multilingual learners can
also use a storyboard or retell in English, their home language(s),
or both.
ELAL.7. [1R3] Describes characters, settings, and major events in a
story, or pieces of information in a text
Craft and Structure
1.ELAL.8. [1R4] Identifes specifc words that express feelings and
senses
1.ELAL.9. [1R5] Identifes a variety of genres and explains major
diferences between literary and informational texts
16
Domain 4FIRST GRADE LEARNING STANDARDS
Note: The following are examples of literature and informational
text types.
LITERATURE: picture books, stories, drama, poetry, fction,
fairytales, nursery rhymes, folk tales, tall tales, and other
literary texts
INFORMATIONAL TEXTS: picture books, nonfction, biographies,
autobiographies, books and articles about science, art, history,
social studies, and information displayed in charts, graphs, or
maps, in both print and digital sources
1.ELAL.10. [1R6] Describes how illustrations and details support
the point of view or purpose of the text
Integration of Knowledge and Ideas
1.ELAL.11. [1R7] Uses illustrations and details in literary and
informational texts to discuss story elements and/or topics
1.ELAL.12. [1R8] Identifes specifc information an author or
illustrator gives that supports ideas in a text
1.ELAL.13. [1R9] Makes connections between self and text (texts and
other people/world)
WRITING – PRODUCTION AND RANGE
Note: Multilingual Learners may demonstrate writing skills in
English, their home language(s), or both.
Text Types and Purposes
1.ELAL.14. [1W1] Writes an opinion on a topic or personal
experience; gives two or more reasons to support that opinion
1.ELAL.15. [1W2] Writes an informative/explanatory text to
introduce a topic, supplying some facts to develop points, and
provide some sense of closure
1.ELAL.16. [1W3] Writes narratives which recount real or imagined
experiences or events or a short sequence of events
1.ELAL.17. [1W4] Creates a response to a text, author, theme or
personal experience (e.g., poem, dramatization, artwork, or
other)
Research to Build and Present Knowledge
1.ELAL.18. [1W6] Develops questions and participates in shared
research and exploration to answer questions and to build and share
knowledge
1.ELAL.19. [1W7] Recalls and represents relevant information from
experiences or gathers information from provided sources to answer
a question in a variety of ways (e.g., drawing, oral expression,
and/or emergent writing)
SPEAKING AND LISTENING
Note: Multilingual Learners may demonstrate writing skills in
English, their home language(s), or both.
Comprehension and Collaboration
17
Domain 4FIRST GRADE LEARNING STANDARDS
1.ELAL.20. Indicators: a. Follows agreed-upon rules for
discussions, including listening to others, taking turns, and
staying on topic [1SL1a] b. Builds on others’ talk in conversations
by responding to the comments of others through multiple
exchanges
[1SL1b] c. Asks questions to clear up any confusion about topics
and texts under discussion [1SL1c] d. Considers individual
diferences when communicating with others [1SL1d]
Presentation of Knowledge and Ideas
1.ELAL.21. [1SL4] Describes familiar people, places, things, and
events with relevant detail and expressing ideas clearly
1.ELAL.23. [1SL5] Creates and/or utilizes existing visual displays
to support descriptions to clarify ideas, thoughts, and
feelings
1.ELAL.24. [1SL6] Expresses thoughts, feelings, and ideas clearly,
using complete sentences when appropriate to task, situation, and
audience
LANGUAGE
*1.ELAL.25. [1L1] Demonstrates command of the conventions of
academic English grammar and usage when writing or speaking.
*Organized within grade bands. These banded skills can be found in
Appendix A at the end of the Next Generation ELA Learning Standards
at
www.nysed.gov/curriculum-instruction/new-york-state-next-generation-
english-language-arts-learning-standards. For the Core Conventions
Skills and Core Punctuation and Spelling Skills for Grades P-2, the
student is expected to know and be able to use these skills by the
end of second grade.
*1.ELAL.26. [1L2] Demonstrates command of the conventions of
academic English capitalization, punctuation, and spelling when
writing. *Organized within grade bands. These banded skills can be
found in Appendix A at the end of the Next Generation ELA Learning
Standards at www.nysed.gov/curriculum-instruction/new-york-
state-next-generation-english-language-arts-learning-standards. For
the Core Conventions Skills and Core Punctuation and Spelling
Skills for Grades P-2, the student is expected to know and be able
to use these skills by the end of second grade.
Vocabulary Acquisition and Use
1.ELAL.27. [1L4] Determines or clarifes the meaning of unknown and
multiple-meaning words and phrases, choosing fexibly from an array
of strategies 1.ELAL.27. Indicators:
a. Uses sentence-level context as a clue to the meaning of a word
or phrase [1L4a] b. Uses frequently occurring afxes as a clue to
the meaning of a word [1L4b] c. Identifes frequently occurring root
words (e.g., look) and their infectional forms (e.g., looks,
looked, looking) [1L4c]
1.ELAL.28. [1L5] Demonstrates understanding of word relationships
and word meanings 1.ELAL.28. Indicators:
a. Sorts words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent [1L5a] b. Defnes
words by category and by one or more key attribute (e.g., a duck is
a bird that swims; a tiger is a
large cat with stripes) [1L5b] c. Uses words for identifcation and
description, making connections between words and their use (e.g.,
places
at home that are cozy) [1L5c] d. Distinguishes shades of meaning
among verbs difering in manner (e.g., look, peek, glance, stare,
glare,
scowl) and adjectives difering in intensity (e.g., large, gigantic)
by defning or choosing them or by acting out the meanings
[1L5d]
Domain 4FIRST GRADE LEARNING STANDARDS
Domain 5A: Cognition and Knowledge of the World: Mathematics
DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD
MATHEMATICS (MATH)
Mathematical learning is highly sequential in nature and dependent
on prior mathematical knowledge. Teachers should individualize
mathematics instruction, meeting students where they currently are
rather than teaching a skill regardless of students’ understanding.
Building upon the foundations created with counting and cardinality
in Kindergarten, students develop base-ten understanding that will
allow the extension of their counting sequence. First graders will
utilize counting-on methods to develop their skills with operations
and algebraic thinking; furthering their sense of number. Base-ten
place value concepts will also be reinforced through determining
the cent value of a mixed collection of coins (pennies and dimes).
Partitioning circles and rectangles into two and four equal shares
provides the groundwork for fractional work in the future grades.
Assuming students have the foundation, frst grade should focus on
the exploration of three key areas: 1) developing understanding of
addition, subtraction, and strategies for addition and subtraction
within 20; 2) developing understanding of whole number
relationships and place value, including grouping in tens and ones;
and, 3) developing understanding of linear measurement and
measuring lengths as iterating length units.
Manipulatives such as physical models of tens and ones, and visual
models such as math drawings and number lines, are important parts
of the frst-grade classroom. Mathematical thinking and vocabulary
are integrated across the curriculum, connecting manipulatives and
visual models to written symbols and mathematical methods.
For more information on New York State’s Next Generation
Mathematics Learning Standards, including introductory statements,
suggestions for connecting the Standards for Mathematical Practice
to mathematical content, within-grade connections, and coherence
progressions, visit http://www.nysed.gov/curriculum-
instruction/new-york-state-next-generation-mathematics-learning-standards.
For additional information regarding learning progressions in
mathematics, visit The University of Arizona, Institute for
Mathematics and Education Progression Documents
http://ime.math.arizona.edu/progressions/.
OPERATIONS AND ALGEBRAIC THINKING
Represents and solves problems involving addition and
subtraction
1.MATH.1. [NY-1.OA.1] Uses addition and subtraction within 20 to
solve one step word problems involving situa- tions of adding to,
taking from, putting together, taking apart, and/or comparing, with
unknowns in all positions Note: Problems should be represented
using objects, drawings, and equations with a symbol for the
unknown number. Problems should be solved using objects or
drawings, and equations.
1.MATH.2. [NY-1.OA.2] Solves word problems that call for addition
of three whole numbers whose sum is less than or equal to 20
Understands and applies properties of operations and the
relationship between addition and subtraction
1.MATH.3. [NY-1.OA.3] Applies properties of operations as
strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then
3 + 8 = 11 is also known (commutative property of addition); to add
2 + 6 + 4, the second two numbers can be added to make a ten, so 2
+ 6 + 4 = 2 + 10 = 12 (associative property of addition)) Note:
Students do not need to use formal terms for these
properties.
19
1.MATH.4. [NY-1.OA.4] Understands subtraction as an unknown-addend
problem within 20 (e.g., subtracts 10-8 by fnding the number that
makes 10 when added to 8)
Adds and subtracts within 20
1.MATH.5. [NY-1.OA.5] Relates counting to addition and
subtraction
1.MATH.6. [NY-1.OA.6a] Adds and subtracts within 20, using
strategies such as: counting on; making ten; decomposing a number
leading to a ten; using the relationship between addition and
subtraction; and, creating equivalent but easier or known
sums
1.MATH.7. [NY-1.OA.6b] Fluently adds and subtracts within 10 Note:
Fluently adding and subtracting within 10 in frst grade means
students can fnd sums and diferences within 10 reasonably quickly
and say or write it. Fluency involves a mixture of just knowing
some answers, knowing some answers from patterns, and knowing some
answers from the use of strategies. Some students may still need to
use fngers or make drawings. For more information on fuency, see
Grade K–5, Counting and Cardinality and Operations and Algebraic
Thinking, pp. 18-19 and Adding it Up, pp. 182-195.
Adds and subtracts within 20
1.MATH.8. [NY-1.OA.7] Understands the meaning of the equal sign,
and determines if equations involving addition and subtraction are
true or false
1.MATH.9 [NY-1.OA.8] Determines the unknown whole number in an
addition or subtraction equation with the unknown in all
positions
NUMBER AND OPERATIONS IN BASE TEN
Extends the counting sequence
1.MATH.10. [NY-1.NBT.1] Counts to 120, starting at any number less
than 120. In this range, reads and writes numerals and represents a
number of objects with a written numeral.
Understands place value
1.MATH.11. [NY-1.NBT.2] Understands that the two digits of a
two-digit number represent amounts of tens and ones 1.MATH.11
Indicators:
a. Understands 10 can be thought of as a bundle of ten ones, called
a “ten” b. Understands the numbers from 11 to 19 are composed of a
ten and one, two, three, four, fve, six, seven,
eight, or nine ones c. Understands the numbers 10, 20, 30, 40, 50,
60, 70, 80, 90 refer to one, two, three, four, fve, six, seven,
eight,
or nine tens (and 0 ones)
1.MATH.12. [NY-1.NBT.3] Compares two two-digit numbers based on
meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <
Uses place value understanding and properties of operations to add
and subtract
1.MATH.13. [NY-1.NBT.4] Adds within 100, including a two-digit
number and a one-digit number and a two-digit number and a multiple
of 10. Students use concrete models or drawings and strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction; understand that in
adding two-digit numbers, one adds tens and tens, ones and ones,
and sometimes it is necessary to compose a ten; and relate the
strategy to a written representation (any way of showing a strategy
using words, pictures or numbers) and explain the reasoning
used
FIRST GRADE LEARNING STANDARDS Domain 5
1.MATH.14. [NY-1.NBT.5] Given a two-digit number, mentally fnds 10
more or 10 less than the number, without having to count; explains
the reasoning used
1.MATH.15. [NY-1.NBT.6] Subtracts multiples of 10 from multiples of
10 in the range of 10-90 using concrete models or drawings and
strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction. Relates the
strategy used to a written representation (any way of showing a
strategy using words, pictures or numbers) and explains the
reasoning
MEASUREMENT AND DATA
Measures lengths indirectly and by iterating length units
1.MATH.16. [NY-1.MD.1] Orders three objects by lengths; compares
the lengths of two objects indirectly by using a third object
1.MATH.17. [NY-1.MD.2] Measures the length of an object using
same-size “length units” placed end to end with no gaps or
overlaps; expresses the length of an object as a whole number of
“length units” Note: “Length units” could include cubes, paper
clips, etc.
Tells and writes time and money
1.MATH.18. [NY-1.MD.3a] Tells and writes time in hours and
half-hours using analog and digital clocks; develops an
understanding of common terms, such as, but not limited to, o’clock
and half past Note: Limit category counts to be less than or equal
to 10
1.MATH.19. [NY-1.MD.3b] Recognizes and identifes coins (penny,
nickel, dime, and quarter) and their value and uses the cent symbol
appropriately
1.MATH.20. [NY-1.MD.3c] Counts a mixed collection of dimes and
pennies and determines the cent value (total not to exceed 100
cents) (e.g., 3 dimes and 4 pennies is the same as 3 tens and 4
ones, which is 34¢)
Represents and interprets data
1.MATH.21. [NY-1.MD.4] Organizes, represents, and interprets data
with up to three categories; asks and answers questions about the
total number of data points, how many in each category, and how
many more or less are in one category than in another
GEOMETRY
Reasons with shapes and their attributes
1.MATH.22. [NY-1.G.1] Distinguishes between defning attributes
(e.g. triangles are closed and three-sided) versus non-defning
attributes (e.g., size of shape or color) for a wide variety of
shapes; builds and/or draws shapes to possess defning
attributes
1.MATH.23. [NY-1.G.2] Composes two-dimensional shapes (rectangles,
squares, trapezoids, triangles, half- circles, and quarter-circles)
or three dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite
shape, and composes new shapes for the composite shape Note:
Students do not need to learn formal names such as “right
rectangular prism.”
1.MATH.24. [NY-1.G.3] Partitions circles and rectangles into two
and four equal shares, describes the shares using the words halves,
fourths, and quarters, and uses the phrases half of, fourth of, and
quarter of; describes the whole as two of, or four of the shares;
understands for these examples that decomposing into more equal
shares creates smaller shares
21
Domain 5B: Cognition and Knowledge of the World: Science
DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD
SCIENCE (SCI)
First graders have a sense of wonder about the natural world and
are curious about natural phenomena. Teachers can foster young
learners’ natural inclination toward scientifc exploration,
discovery, and experimentation by planning responsive, integrated
units and themes. The inclusion of science topics and scientifc
inquiry provides children time to develop questions, make and
discuss predictions, engage in hands- on experiments and
observations, record observations, and compare and describe their
ideas.
For additional information on New York State’s Science Learning
Standards, instructional approaches that support science learning,
and connections of NYS Next Generation Learning Standards visit
http://www.nysed.
gov/curriculum-instruction/science-learning-standards.
WAVES: LIGHT AND SOUND
1.SCI.1. [1-PS4-1.] Plans and conducts investigations to provide
evidence that vibrating materials can make sound and that sound can
make materials vibrate Note: Examples of vibrating materials that
make sound could include tuning forks and plucking a stretched
string. Examples of how sound can make matter vibrate could include
holding a piece of paper near a speaker making sound and holding an
object near a vibrating tuning fork.
1.SCI.2. [1-PS4-2.] Makes observations (frsthand or from media) to
construct an evidence-based account that objects can be seen only
when illuminated Note: Examples of observations could include those
made in a completely dark room, a pinhole box, and a video of a
cave explorer with a fashlight. Illumination could be from an
external light source or by an object giving of its own
light.
1.SCI.3. [1-PS4-3.] Plans and conducts an investigation to
determine the efect of placing objects made with diferent materials
in the path of a beam of light Note: Examples of materials could
include those that are transparent (such as clear plastic),
translucent (such as wax paper), opaque (such as cardboard), and
refective (such as a mirror). Assessment does not include the speed
of light.
1.SCI.4. [1-PS4-4.] Uses tools and materials to design and build a
device that uses light or sound to solve the problem of
communicating over a distance Note: Examples of devices could
include a light source to send signals, paper cup and string
“telephones,” and a pattern of drum beats. Assessment does not
include technological details for how communication devices
work.
22
STRUCTURE, FUNCTION, AND INFORMATION PROCESSING
1.SCI.5. [1-LS1-1.] Uses materials to design a solution to a human
problem by mimicking how plants and/or animals use their external
parts to help them survive, grow, and meet their needs Note:
Examples of human problems that can be solved by mimicking plant or
animal solutions could include designing clothing or equipment to
protect bicyclists by mimicking turtle shells, acorn shells, and
animal scales; stabilizing structures by mimicking animal tails and
roots on plants; keeping out intruders by mimicking thorns on
branches and animal quills; and, detecting intruders by mimicking
eyes and ears.
1.SCI.6. [1-LS1-2.] Reads texts and uses media to determine
patterns in behavior of parents and ofspring that help ofspring
survive Note: Examples of patterns or behaviors could include the
signals that ofspring make (such as crying, cheeping, and other
vocalizations) and the responses of the parents (such as feeding,
comforting, and protecting the ofspring).
1.SCI.7. [1-LS3-1.] Makes observations to construct an
evidence-based account that some young plants and animals are
similar to, but not exactly like, their parents Note: Examples of
patterns could include features plants or animals share. Examples
of observations could include leaves from the same kind of plant
are the same shape but can difer in size; and, a particular breed
of dog looks like its parents but is not exactly the same.
Assessment does not include inheritance of animals that undergo
metamorphosis or hybrids.
SPACE SYSTEMS: PATTERNS AND CYCLES
1.SCI.8. [1-ESS1-1.] Uses observations of the Sun, Moon, and stars
to describe patterns that can be predicted Note: Patterns could
include that the Sun and Moon appear to rise along the eastern
horizon, move in a predictable pathway across the sky, and set
along the western horizon; and stars other than our Sun are visible
at night depending on weather and other conditions such as light
pollution but not visible during the day. Assessment of star
patterns is limited to stars being seen at night and not during the
day.
1.SCI.9. [1-ESS1-2.] Makes observations at diferent times of the
year to relate the amount of daylight to the time of year Note:
Emphasis is on relative comparisons of the amount of daylight in
the winter to the amount in the spring or fall. Assessment is
limited to relative amounts of daylight, not quantifying the hours
or time of daylight.
ENGINEERING DESIGN
*Engineering Design standards are organized in grade bands. The
student is expected to know and be able to use these skills by the
end of 2nd grade.
*1.SCI.10. [K-2-ETS1-1.] Asks questions, makes observations, and
gathers information about a situation people want to change in
order to defne a simple problem that can be solved through the
development of a new or improved object or tool
*1.SCI.11. [K-2-ETS1-2.] Develops a simple sketch, drawing, or
physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem
*1.SCI.12. [K-2-ETS1-3.] Analyzes data from tests of two objects
designed to solve the same problem to compare the strengths and
weaknesses of how each performs
Domain 5C: Cognition and Knowledge of the World: Social
Studies
DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD
SOCIAL STUDIES (SOC)
Social Studies in frst grade focuses on children’s natural interest
in learning about themselves, other people, and their role in the
larger world. First graders are learning about “My Family and Other
Families, Now and Long Ago.” First graders explore families and
develop an awareness of cultural diversity with our collective
American culture while exploring citizenship, geography, family
histories, and economic principles. The Social Studies Practices
for Grade 1 serve as a backdrop to the Social Studies Framework and
are present throughout the standards below. These practices
include: Gathering, Interpreting, and Using Evidence; Chronological
Reasoning and Causation (e.g. identify change over time in their
family); and Civic Participation.
To learn more about these practices and New York State’s K-12
Social Studies Framework, visit
http://www.nysed.gov/curriculum-instruction/k-12-social-studies-framework.
INDIVIDUAL DEVELOPMENT AND CULTURAL IDENTITY
Sense of Self
1.SOC.1. [1.1] Understands language, beliefs, customs, and
traditions help shape the identity and culture of a family and a
community 1.SOC.1. Indicators:
a. Listens to stories about diferent families and identifes
characteristics that are the same and diferent [1.1a] b. Identifes
traditions associated with their families and tells why the
tradition is important [1.1b] c. Identifes cultural similarities
and diferences between various ethnic and cultural groups found in
New York
State [1.1c]
1.SOC.2. [1.2] Explores signifcant individuals, historical events,
and symbols that are important to American culture 1.SOC.2.
Indicators:
a. Listens to stories about historical events, folklore, and
popular historical fgures and identifes the signifcance of the
event or person
b. Explains when and why we celebrate national holidays such as
Labor Day, Constitution Day, Martin Luther King Jr. Day,
Presidents’ Day, Independence Day
c. Begins to understand the purpose and general meaning of the
Pledge of Allegiance d. Sings patriotic songs (e.g., America the
Beautiful, Star Spangled Banner) and begins to understand the
general meaning of the lyrics
CIVIC IDEALS AND PRACTICES
1.SOC.3. [1.3] Recognizes a citizen is a member of community or
group; self-identifes as a citizen of their local and global
communities 1.SOC.3. Indicators:
a. Participates in group activities and contributes to the work of
the group [1.3a] b. Identifes some traits of a responsible citizen
[1.3b] c. Models actions of responsible citizens [1.3b] d.
Discusses ways one can protect and respect the world and its people
[1.3c]
24
1.SOC.4. [1.4] Communicates rules and laws are developed to protect
people’s rights and for the safety and welfare of the community
1.SOC.4. Indicators:
a. Discusses the diference between rules and laws [1.4a] b.
Determines why school rules were developed and identifes
consequences [1.4a]
1.SOC.5. [1.4] Understands governments are created in an attempt to
establish order 1.SOC.5. Indicators:
a. Begins to understand that there are local, state, and national
levels of government [1.4b] b. Identifes some actions that the
government takes [1.4b]
GEOGRAPHY, HUMANS, AND THE ENVIRONMENT
1.SOC.6. [1.5] Begins to understand the location and place of
physical features and man-made structures can be described and
interpreted by using symbols and geographic vocabulary 1.SOC.6.
Indicators:
a. Uses cardinal directions within the classroom to describe the
locations of objects (e.g., desks, bookcases) [1.5a]
b. Creates a map of the classroom by using symbols to represent
objects [1.5a] c. Uses maps to locate important places [1.5b] d.
Uses legends to interpret symbols on maps [1.5c]
1.SOC.7. [1.6] Begins to understand that people and communities
depend on and modify their physical environment in order to meet
basic needs 1.SOC.7. Indicators:
a. Identifes natural resources required to meet basic needs [1.6a]
b. Identifes how the physical environment of their community has
been modifed to meet needs and wants
(e.g., roads, dams, bridges, farms, parks, dwellings) [1.6b] c.
Identifes positive and negative efects that human interaction can
have on the physical environment [1.6c]
TIME, CONTINUITY, AND CHANGE
Rules and Safety *Teachers should use their professional judgement
and demonstrate sensitivity regarding the varied family structures
of their students and availability of information.
1.SOC.8. [1.7] Recognizes families have a past and change over time
1.SOC.8. Indicators:
a. Creates and shares a personal timeline of their life, school
year, and family events with the help of family members
[1.7a]
b. Examines families of the past and compares them with their
family [1.7b]
1.SOC.9. [1.8, 1.8a] Develops an awareness that historical sources
(including artifacts, letters, maps, photographs, newspapers, etc.)
reveal information about how life in the past difers from the
present 1.SOC.9. Indicators:
a. Interviews family members to learn about their family histories
[1.8b] b. Describes the main characters and qualities after
listening to biographies and legends [1.8b]
ECONOMIC SYSTEMS
1.SOC.10. [1.9] Understands people may have unlimited wants and
needs, but limited resources
1.SOC.11. [1.10] Recognizes that people make choices about the
purchase of goods and services
Domain 5FIRST GRADE LEARNING STANDARDS
25
Domain 5D: Cognition and Knowledge of the World: The Arts
DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD
THE ARTS (ARTS)
The arts develop a variety of children’s skills, thought processes,
and socio-emotional understandings through dance, music, theater,
visual and media arts. The Arts standards explore four artistic
processes: Create, Present/ Perform/ Produce, Respond, and Connect.
At the frst grade level, when possible, integration of the Arts is
included in classroom units of study and collaboration occurs
between the arts teacher and the classroom teacher.
The NYS P-12 Learning Standards for the Arts provide additional
indicators as well as instructional notes embedded throughout. To
see the full articulation of the NYS P-12 Arts Standards, visit
http://www.nysed. gov/curriculum-instruction/arts. To access
glossaries (Dance, Media Arts, Music, Theater, and Visual Arts) and
additional resources, visit
http://www.nysed.gov/curriculum-instruction/arts-standards-implementation-
resources.
DANCE
1.ARTS.1. [DA:Cr1-3.1] Creates Dance 1.ARTS.1. Indicators:
a. Observes and explores movement elements and skills inspired by a
variety of stimuli (music/sound, text, objects/props, observed
dance through video or live performance, etc.) and identifes the
source
b. Explores loco- and non-locomotor movements in response to ideas
about setting and themes c. Improvises a dance with a beginning,
middle and end; independently chooses movements
1.ARTS.2. [DA:Pr4-6.1] Performs Dance 1.ARTS.2. Indicators:
a. Demonstrates movements that change body shapes, levels, facings,
pathways (straight, curved, and zig- zagged), and locations
b. Demonstrates ability to adjust movement to slow, moderate, and
quick tempi c. Demonstrates qualities of movement motivated by
descriptive vocabulary, such as adjectives and adverbs
(e.g. quiet jump, narrow spin, wavy fall) in response to verbal
cues, expressive qualities of music/sound, or other cues.
d. Dances for and with others while maintaining awareness of
performance expectations as a dancer (silence, focus) in both
formal and informal settings
1.ARTS.3. [DA:Re7-9.1] Responds to Dance 1.ARTS.3.
Indicators:
a. Selects movements from a dance that suggest ideas; explains how
the movements capture the ideas, using simple dance
terminology
b. Selects movements from a dance; explains what makes the
movements interesting
1.ARTS.4. [DA:Cn10-11.1] Connects with Dance 1.ARTS.4.
Indicators:
a. Recognizes emotions expressed or portrayed in a dance work;
relates it to a personal experience; communicates what the emotions
are observed that inspire movement
b. Views and performs a dance from a diferent culture or context;
discusses the types of movements that were performed
26
MEDIA ARTS
We recognize that not all frst grade programs have the
technological supports for all items under the media arts
standards. However, simple media arts experiences can be designed
with minimal technology, or media technology found in most
classrooms. A helpful idea is to think of media arts as “4-D art”,
which includes the element of time. Some examples include video,
animation, or a sequence or series of still images that are
experienced simultaneously with sound patterns or music (slide
presentation).
1.ARTS.5. [MA:Cr1-3.1] Creates Media Arts 1.ARTS.5.
Indicators:
a. Expresses and shares ideas for media artwork b. Captures and
experiments with media arts content
1.ARTS.6. [MA:Cr4-6.1] Produces Media Arts 1.ARTS.6.
Indicator:
a. Experiments with diferent media arts creation tools
1.ARTS.7. [MA:Re7-9.1] Responds to Media Arts 1.ARTS.7.
Indicators:
a. Understands how media artworks communicate diferent messages b.
Discusses themes of media artwork
1.ARTS.8. [MA:Cn10-11.1] Connects with Media Arts 1.ARTS.8.
Indicator:
a. Chooses personal experiences that could be used in media
artwork
MUSIC
1.ARTS.9. [MU:Cr1-3.1] Creates Music 1.ARTS.9. Indicator:
a. Creates musical ideas (such as answering a musical question) for
a specifc purpose
1.ARTS.10. [MU:Pr4-6.1] Performs Music 1.ARTS.10. Indicators:
a. Demonstrates knowledge of music concepts (beat, melodic contour)
in music selected for performance and expressive qualities (e.g.
tempo and dynamics)
b. Performs music appropriately for an audience
1.ARTS.11. [MU:Re7-9.1] Responds to Music 1.ARTS.11.
Indicators:
a. Demonstrates how personal interests and experiences infuence
selection of teacher-provided music for a specifc purpose
b. Demonstrates and identifes how a specifc music concept (e.g.,
beat or melodic direction) is used in various styles of music for a
purpose
c. Applies personal and expressive preferences in the evaluation of
music for specifc purposes
1.ARTS.12. [MU:Cn10-11.1] Connects with Music 1.ARTS.12.
Indicators:
a. Imagines and describes places, times, and reasons for making and
listening to music b. Explores and performs folk music from a
variety of cultures; discusses the music’s culture of origin
a. Proposes potential character and plot development; participates
in group decision making for dramatic play or a guided drama
experience
b. Collaborates with peers to conceptualize costumes and props to
support a dramatic story retell of drama experience
1.ARTS.14. [TH:Pr4-6.1] Performs Theatrical Arts 1.ARTS.14.
Indicators:
a. Uses body, face, gestures, and voice to communicate character
traits and emotions in a guided drama experience
b. Identifes technical elements (props, costumes, sound, light,
etc.) that can be used in a guided drama experience
1.ARTS.15. [TH:Re7-9.1] Responds to Theatrical Arts 1.ARTS.15.
Indicators:
a. Recognizes artistic choice in dramatic play or a drama
experience b. Explains preferences and emotions in a guided drama
experience
1.ARTS.16. [TH:Cn10-11.1] Connects with Theatrical Arts 1.ARTS.16.
Indicators:
a. Identifes characters’ emotions; relates characters’ emotions
them to personal experiences b. Identifes similarities and
diferences in stories from one’s own community in dramatic play or
a guided
drama experience
VISUAL ARTS
1.ARTS.17. [VA:Cr1-3.1] Creates Visual Arts 1.ARTS.17.
Indicators:
a. Through collaborative exploration and imaginative play, uses
tools and materials to create works of art or design that represent
natural and constructed environments
b. Uses art vocabulary to describe art and choices
1.ARTS.18. [VA:Pr4-6.1] Presents Visual Arts 1.ARTS.18.
Indicators:
a. Categorizes artwork based on theme or concept for an exhibit b.
Explores where, when, why, and how artwork should be presented or
preserved
1.ARTS.19. [VA:Re7-9.1] Responds to Visual Arts 1.ARTS.19.
Indicators:
a. Selects and describes artwork that illustrates daily life
experiences b. Compares images that represent the same subject c.
Categorizes artwork based on personal reasons for preferences
1.ARTS.20. [VA:Cn10-11.1] Connects with Visual Arts 1.ARTS.20.
Indicators:
a. Creates artwork about events in home, school, or community life
b. Sorts and categorizes art objects according to form and
function
Domain 5FIRST GRADE LEARNING STANDARDS
28
FIRST GRADE LEARNING STANDARDS Domain 5
Domain 5E: Cognition and Knowledge of the World: Technology,
Computer Science, and Digital Literacy
DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD
TECHNOLOGY, COMPUTER SCIENCE, AND DIGITAL LITERACY
For New York State students to lead productive and successful lives
upon graduation, they must understand and know how to use
technology. Technology knowledge and skills are vital for full
participation in 21st Century life, work, and citizenship.
The New York State Technology Standards are embedded in the former
Math, Science, and Technology (MST) Learning Standards Document
(1996). These standards are banded into elementary learning
standards; children are expected to be profcient in the elementary
learning standards by the end of fourth grade. The full
articulation of the standards can be referenced on the Technology
Learning Standards webpage (http://www.
p12.nysed.gov/cte/technology/learn.html).
Computer Science and Digital Literacy Standards are currently under
development at the New York State Education Department. The
standards are organized into six Concepts: Computational Thinking
and Programming, Data and Artifcial Intelligence, Networks and
Systems Design, Cybersecurity, Impacts of Computing, and Digital
Literacy. The Computer Science and Digital Literacy Standards will
be banded from kindergarten through second grade. Additional
information can be found on NYSED’s Computer Science and Digital
Fluency webpage.
For information pertaining to how technology and media might be
used in frst grade classrooms, visit the National Association for
the Education of Young Children
(https://www.naeyc.org/resources/topics/technology-
and-media).
1.TECH.1. Uses mathematical analysis, scientifc inquiry, and
engineering design, as appropriate, to pose questions, seek
answers, and develop solutions 1.TECH.1. Indicators:
a. Describes objects, imaginary or real, that might be modeled or
made diferently b. Recognizes prior solutions and ideas from books,
magazines, family, friends, neighbors, and community
members c. Generates ideas for possible solutions, individually and
through group activity
1.TECH.2. Accesses, generates, processes, and transfers information
using appropriate technologies 1.TECH.2. Indicators:
a. Uses a variety of tools to enter, process, display, and
communicate information in diferent forms using text and
pictures
b. Begins to understand basic elements of keyboarding (i.e.,
identifes and explores a keyboard)
1.TECH.3. Applies technological knowledge and skills to design,
construct, use, and evaluate products and systems to satisfy human
and environmental needs 1.TECH.3. Indicator:
a. Describes how technology can have positive and negative efects
on the way people live and work
29
1.TECH.4. Applies the knowledge and thinking skills of technology
to address real-life problems and make informed decisions 1.TECH.4.
Indicator:
a. Recognizes technology problems and issues that afect their home,
school, or community and suggests possible solutions
Domain 5FIRST GRADE LEARNING STANDARDS
30
FIRST GRADE LEARNING STANDARDS Planning Template
Planning Curriculum and Instruction Interdisciplinary Unit of Study
– Planning Template The planning template that follows illustrates
one way to plan an interdisciplinary unit of study that aligns with
the frst grade learning standards. The template leaves room to
build on student interest, and can be tailored to meet individual
needs. While including traditional components of integrated unit
planning, this template also includes space for intentional
planning of family and community involvement, outdoor and gross
motor activities, as well as connections with special area
teachers. This is meant to be a resource for the feld, to use if it
is helpful, in planning meaningful curricula to best support frst
graders’ learning and development.
31
FIRST GRADE LEARNING STANDARDS Planning Template
Unit Overview Unit Topic Names the topic on which the unit of study
focuses.
Essential Question An essential question is an authentic,
child-friendly question that connects the knowledge and skills that
children should develop throughout the unit. Essential questions
are ‘big’ questions for which there is no single answer.
Focus Questions Focus questions represent the major inquiries of
the unit. They build over time and require children to make
connections across content areas.
Student Outcomes Student outcomes are the learning targets for
children. What are children able to do as a result of
instruction?
Academic Vocabulary Academic vocabulary words help children
understand the unit focus questions and access complex texts. These
words can be supplemented by vocabulary in read alouds and/or texts
at children’s independent reading levels.
Foundational and Supporting Texts Foundational and supporting texts
include a combination of literacy and informational texts that can
be read throughout the unit. Foundational texts help students
interpret and answer the essential/focus question(s); supporting
texts augment students’ understanding of essential/focus questions
and strengthen learning centers and activities, while complementing
the needs/interests of individual students.
Family and Community Engagement Opportunities for inviting families
to share their experiences and knowledge with the class, or for
extending learning outside of the classroom.
Culminating Celebration A culminating celebration is an opportunity
to refect on the unit with the children, as well as to note and
celebrate the growth and learning that has occurred.
32
Learning Standards Domain 1: Approaches to Learning
Domain 2: Physical Development and Health
Domain 3: Social and Emotional Learning
Domain 4: English Language Arts and Literacy Reading
Writing
Science
Technology
Unit Planning Template Unit Topic:
Essential Question:
Large Group Instruction
Small Group Instruction
Unit Refection
Weekly Planning
Large Group Instruction
Small Group Instruction
35
Blocks Learning Center
Creative Arts Learning Center
Planning for Learning Centers
Blocks Learning Center
Creative Arts Learning Center
Planning for Learning Centers
References and Resources Hyson, M. (Undated). Approaches to
Learning: Kindergarten to Grade 3 Guide. New Jersey Department of
Education
Lesaux, N. K., Galloway, E. P. (2017). A Series of Topic Briefs
focused on Advanced Literacies designed to aid New York State
educators in implementing the NYS Next Generation Learning
Standards. Albany, NY. New York State Education Department.
http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-
generation-p-12-learning-standards
Morell, Z. and Medellin, C. (2018). Core Principles for Supporting
Emergent Multilingual Learners (EMLLs). New York, NY. New York City
Department of Education Division of Early Childhood Education.
https://infohub.nyced.org/
docs/default-source/default-document-library/emll-core-principles.pdf?sfvrsn=84952a93_2
New York State Blueprint for English Language Learner/Multilingual
Learner Success http://www.nysed.gov/
common/nysed/fles/nys-blueprint-for-ell-success.pdf
New York State Early Childhood Advisory Council. Developmentally
Appropriate Practice Briefs: Behavior; Leadership; Curricula;
Environments; Interaction; Assessment; and Family Engagement.
http://www.nysecac.
org/news/developmentally-appropriate-practice-guidance/
New York State Education Department. (2015). Best Practice in Early
Childhood Education Webinar. Ofce of Early Learning in
collaboration with the New York State Association for the Education
of Young Children. Albany, NY.
https://meetny.webex.com/meetny/ldr.php?RCID=078c5b7ac22c1e3982c41f8cde3e6e42
New York State Education Department. (2016). Introduction to the
NYS Next Generation Early Learning Standards. By Zoila Morell in
partnership with the New York State Education Department. Albany,
NY.
http://www.nysed.gov/common/nysed/fles/introduction-to-the-nys-early-learning-standards.pdf
New York State Education Department. (2019). The New York State
Prekindergarten and Kindergarten Learning Standards: A Resource for
School Success. Ofce of Early Learning. Albany, NY.
http://www.p12.nysed.gov/ earlylearning/standards/
New York State Education Department. Ofce of Curriculum and
Instruction. Albany, NY. Revised P-12 Learning Standards.
http://www.nysed.gov/curriculum-instruction
New York State Education Department. (2018). Ofce of Early
Learning. Albany, NY. http://www.p12.nysed.gov/
earlylearning/
New York State Education Department. (2018). Ofce of Early Learning
Prekindergarten Curriculum Field Memo. Albany, NY.
http://www.p12.nysed.gov/earlylearning/
Northeast Comprehensive Center. (2017). A Resource for
Understanding the Relationships Between the State Standards and the
P3 Instructional Cycle. In partnership with the New York State
Education Department. http://
www.nysed.gov/common/nysed/fles/programs/curriculum-instruction/standards-and-the-instructional-
cycle-document-11-30-17-conference.pdf
Ofce of Child Development and Early Learning (2016). Pennsylvania
Learning Standards for Early Childhood: Grade 1. Pennsylvania
Department of Human Services and Department of Education
Wood, Chip. (1994). Yardsticks: Children in the Classroom, Ages
4-12. Greenfeld, MA : Northeast Foundation for Children.
LEARNING STANDARDS: A RESOURCE FOR SCHOOL SUCCESS
New York State Education Department 2019
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